Western cyclone., 1887-02-03
EDUCATIONAL.
The Motto; "Practice vs.. Theory''-DOes
it Not Cover a Multitude of Rank
Pedagogical Sins?
PRINCIPLES. NOT THEORIES.

tlsm had become an evil in some sec
tions of the country, to say the least,
and it seemed as though anything in the
world that would arouse the teachers
would be justifiable and acceptable. A
combination of influences, some quiet
and attractive, others seismic, produced
activity on the part of those most sus-
ceptible in the one case, or nearest the
source of influence on the other, and
the hope of the country, educatiOnally
considered, conferred in this advanced
guard of the great progressive army. 1t
was misfortune, therefore, that those
who were to become the leaders and the
example, the ideal of the country, were
tempted into errors as vicious, if carried
to the extreme, as those from which es-
cape was desired.
We are now in the most hopeful peda-
gogical period of American life, if we
except that in which the normal school
idea was born. But caution on the part
OF the reformers is every way as desir-
able as awakening on the part of the
conservatives. The pendulum will swing
to the other extreme, inevitably. If it
swings too quickly, il will return before
the body of the conservatives is really
moved, and many will settle back into
eternal satisfaction in the thought that
they have always been right, and, con-
sequently, all change will, in their esti-
nation, be wrong
One has but to visit schools in differ
ent sections of the Countrywide schools
principles gives the teacher the i'm
preston that she is making great sue
cess, when, in reality, her failure is stu
pendous-to see one of the great dan
gers threatening the advance move
ment II you say anything by way
OF criticism of what they are do
ing, you will be met with the assertion,
uttered with great self-assurance, that
the schools have always suffered from
theory; now they are indulging in
little practice. 1t would be amusing,
were it not so sad, to see the way in
which the motto, practice VS.. The ry,"
is covering a multitude of rank pedago-
gical sins. Whenever a war-crv of this
kind causes panic, the probability is,
that behind it is truth which should
be known; and, in this case, we incline
to think that theories of education have
sometimes been presented in such a way
as to be of little help to the teacher,
whereas very simple device helps her
over hard place. Certain we are that
these theories, as mere speculations, as
hypothesis, have no place in the average
schoolroom. But there is need of
clearer understanding of the principles
OF education; and when practically pre-
sented they have all the virtues that the
most sanguine can anticipate from de-
vices, and reach heaven-high above
them in other and more important
ways.
Theories are for the experts, the spec
ialists, the Investigators; devices are for
the ignorant the indolent, the indiffer-
emf. Principles are the material upon
which the theorist works and, as by
magic, transforms device into meth
Cd which accomplishes everything de-
sired, by processes that arc scientific
The principles are very generally I'M
derstood by the thinking portion of the
profession. They are practiced bv near
ly all great teachers. whether profess
ionally trained OF not. We think one
special need of the hour is to have these
principles worked into the EVERYDAY
practice of the average teacher. There
are two classes of principles, the one
resting upon the subjects individually
considered, the other, upon the nature
of the mind to receive instruction and
be developed under it. Moro has been
done with the former than the latter,
until it sometimes seems rs though
teachers, who work from principles.
even, think the great end and aim of
school life is to mold every child's mind
until it will fit their method in each sub
ject. in which case teacher is justified
in snatching any device that viii help
his mind into the desired routine.
These principles are only important
when the other and higher principles.
relating to the mind and its growth and
development, are understood.
For the first time in the history of Amer
lean education there is general appreci-
alton of the Importance of this phase of
our work. In other days, whenever
they were introduced, 1t was usually as
ISOLATED with the teaching of special
subjects, To-day the most popular
books on pedagogy, either original or
translated, are those which deal chiefly
with the study of the human mind.
Now let the Institutes. the associations,
the schoolmasters' clubs. the summer
schools, join in q movement to carry
these principles into every schoolroom
in the land. The college and the nor
NAL school will do their part. Let us
not fail TO do ours.
The high art in pedagogy is the art of
emphasis, and let us place the emphasis
where it belongs, upon a knowledge of
the child's mind, at every period OF its
development under all natural influ-
ences, upon what it is, upon what it is
not, upon its necessities and luxuries,,
its food and stimulus. -Journal of Edo
cation.
PUBLIC OPINION.
True management of any recitation
will make it just as exciting. and just AS
fVr h~- l.. ~